.OS 



Physical Features 



OF 



Public School Centers 




PHYSICAL FEATURES 

of 

PUBLIC SCHOOL CENTERS 

in 

Village and Rural Communities 



OKLAHOMA 



Prei);ire(l l)v 

GEO. A. LANDRUM 

Assistant State Superintendent 

and 

Issued l)v 

THE STATE DEPARTMENT OF PUBLIC INSTRUCTION 

K. 11. AVILSOX, Sui)erintcnd(Mit 



Warden C(j.,"*;^iil^^ )kl;ilir)ni;i (Mty 



r^ 



V 



^"^ 



D. OF D. 
AUG 12 1913 




>^_J^ 




THE OLD PROBLEM 



INTRODUCTION 

Selocting school sites and Ijuildin^j; sc-nool houses iiiul buyin<^ equipi.nent 
for school 2)l'Hits in\olves an obligation — not only of nn economic chriiacter, 
in that stability and utility should be given due consideration; but of au 
educational imjiortance, in that accepted ideas of beauty, grace and dignity 
sliould be carried out in every detail. The education of a .community is 
affected by its landscape and its architecture. Au edifice to be set apart 
for the cause of education, therefore, above all other ])ub]ic buildings in 
a community, should ser the pace for simplicity and taste in the matter 
of form and design as Avell as in the matj-er of utility and permanency. 
The peojde of a community owe it not onlv to themselves and to their chil- 
dren, but to future generations to see to it that much study and care be 
given to the ])hysical features of their school plant. It is with this fact in 
mind that the l)e]iartment of Education presents this volume to the school 
officers and district ])oards of the ])ul)lic schools of Oklahoma. 



CHAPTER I 

THE SCHOOL SITE 

School sites are often chosen without regard to their adaptability to 
school purposes. Sometimes they are chosen, seemingly, because of their 
unfitness for any other purpose. In such cases the soil is usually unfruitful 
and the children's environment is doomed to barrenness for all time to 
come. School boards should know that the school site wields a subtle 
influence upon the community that is productive of much good or bad in 
the life of its children. 

In the selection of an ideal site, the possibilities of a school and com- 
munity center must be definitely borne in mind. First of all it should be 
near the center of the district it serves; second, 

GENERAL it should be convenient to an abundant sui)ply of 

ASPECTS pure water; thirl, it should be characterized by 

natural drainage; in the fourth instance, it should 

be adapted to the growth of trees, shrubs, grass and flowers; and the area 

of the grounds should be amjde to accommodate the chiklren in all of their 




— Courtesy of County Supt. O. J. Kern, Illinois, 
open air games, to provide for the hnvn, Iho sliruljbory, llio trees, the neces- 
sary out houses, the water sup[)ly, the school gardens and the school farm. 
A one-room rural school could utilize to its own advantage and financial 
gain, a site containing as much as five acres of ground. Approximately two 
acres of this should be reserved for the buildings, the lawn, the shade 
trees and the open play grounds. The other three acres should be set aside 
for the school farm. 

We realize that most of the schools in Oklahoma are not ideally located 
at present and that local conditions are not such as to make it advisable 
to propose a change of location. In view of such cases, it only remains to 
make the most of the site that has already been chosen. 



The first matter of importance to be looked after is the sanitary aspect. 
If the grounds are low and flat or marshy, they should be carefully graded 
for i^roper drainago. This need not be a matter 
SANITARY of community expense, bat should be one of such 

FEATURES community interest that the people would willingly 

contribute their time and labor toward improving the 
condition. Another matter of sanitary concern is the proper location and 
construction of the closets. Unless good judgment and care is exercised in 
providing closets, they become favorable breeding places for flies and mosqui- 
toes and a source of contamination for the water supply of the school. It 
has been recently discovered, also, that they are a prolific breeding place for 
the hook worm. While we have not been troubled with this dreadful disease 
in Oklahoma, we are a Southern state and our neighbors on the south and 
east of us already have been obliged to take serious steps to combat the 
disease. It is known that if the excretions of a patient afflicted with this 




— Courtesy of Supt. Kern. 

disease be allowed to pollute the soil of a school yard, the children in 
attendance are in danger of becoming infected. To obviate soil contamina- 
tion and to prevent the spread of diseases from this source, the closet 
should not be located nearer than within two hundred feet of the school's 
water supply and should never be built over a pit. It should be constructed 
with a view to making it ''fly-tight" and should be provided with zinc or 
galvanized receptacles of convenient size. The lower part of the back 
wall should be hung on hinges for convenience in removing the receptacles 
when it becomes necessary to empty and disinfect them. Zinc or galvanized 



6 



troughs sliould be provided for boys^ uriunl and u supply of disinfectant 
should always be kept at hand. 

The water supply should be convenient to the school building. The 
well should be cased and provided with a pump and drainage for waste 
water. The old-fashioned pulley and bucket should be discarded as a 
prolific medium of spreading diseases. There should be a platform about 
the well and a neat cover for shade. 

School grounds should not only be kept clean and sanitary, but they 

should be made as inviting as possible. Any community ought to be the 

center of public interest. Its outward appearance, 

BEAUTIFYING therefore, should be a matter of pride among all the 

THE G-ROUNDS people. There should be a nice lawn in front of 

the building, a few flower beds, some shrubs here 
and there and a group or two of trees near by for the birds to hold their 
conventions in. These are things that may be had in every school district 
— not in a day, nor for the asking — but in the course of a little time and 
at the expense of a little thought, some pains and considerable labor. In 
no case need there be much cash expended; nor is it necessary that one 
should have a technical knowledge of landscape gardening in order to get 
pleasing results from the labor and time expended. A little knowledge of 
the soil and how plants grow and a "real live teacher who loves Nature, and 
a good humored group of boys and girls can transform a barren school yard 
into the coziest nook in all the neighborhood. 




— From Illinois Arbor Day Book, 1913. 

The pupils of the school will be interested in the work. The larger 
boys will break up the ground and harrow the surface and haul the trees 
and the fertilizer preparatory to the planting; the little fellows will dig 
the holes and carry the water and the teacher will direct them as they do 
the planting. Some will plant the elm, some the locust, some the sycamore, 
some the hackberry, some the maple, and seme the Carolina poplar; always 
be careful to see that they are mulched with well rotted stable manure, 
und to learn the ''whys'^ of all they do. 



The girls will m:ike up the beds about: the house and mulch them well, 
aud plant the shrubs and vines; taking care to arrange them near the 

foundation of the 
buildings aud about 
the walks and fences 
or in some out-of-the- 
way place where they 
may serve to hide 
from view some un- 
sightly object that 
may chance to belong- 
to the premises. Some 
will want to set out 
—Courtesy of O. J. Kern. the roses, some the 

tamarix, some the s] areas, some the altheas, some the rhus and some the 
Japanese rugosa; and all, because the}' like tliem. 




Here and there, the '* little tots'' will gladly sew the annual flower 
seeds; some will choose the marigold, som'i' the xenias and some the petunias 
and some will Avatch them grow. The 
teacher will see that all this work is 
done at the proper time of the year 
.lud make the most of the opportunity 
to teach the x^^P^^s the elementary 
principles of agriculture in connection 
with the improA'ements being made. 
He will also interest the local boards 
in the work of his enterprising pupils 
and enlist their co-operation in effect- 
ing a permanent organization of the 
young people of the community for the 
[)uri)Ose of keejiing the school prem- 
ises in good condition during the vaca- 
tion seasons. 




From "Among Country Schools" 

— ("ourtesy of Ginn & Co. 




The following illustration shows an 
artracrive and well arranged plan for 
a school site. Provision is made for 
all of the requirements of a well- 
regulated school. A careful study of 
tliis plan, though it is better adapted 
to village and consolidated schools, 
ought to suggest to our teachers and 
our school boards great possibilities 
even in our humblest neighborhoods. 



— Courtesy of < ). .T. Kern. Tlli 




THE • HARL&n • CQM5'5LIDATED • SCH^QL 

Wl/^AIEBAGO- COUAITY,- ILL.. 

^OUlS &«ArNOX L/NNDSCMPE. AB-CH'T 

UaBA-s,-^, III 
ScCi.l<Z,. l'-30' app 

— Courtesy of O. J. Kern. 

Since the laws of Oklahoma require the teaching of agriculture in the 
common schools, it becomes imperative that ^irovision be made for grounds 
on which to do some experimental worlv. These w^e 
call school gardens^ or if large enough in area, the 
school farm. Wherever the school site is large 
enough, a certain plot of around should be set 
and should be planted and cultivated by the pupils, 
under the direction of the teacher. If the school grounds are not large 
enough to permit the use of any part for the garden, it may be possible to 
seecure the privilege of using an adjoining tract. In the case of village 
schools, vacant lots near bj^ may be utilized for tlie i)urpose. 

The following is a report taken from the bulletin issued by ihc School 
Garden Association of America in 1913: 



THE SCHOOL 
GARDEN 

aside for this purpose 




— Courtesy of Supt. O. J. Kern, Illinois. 



"School gardeu Avork iu rural cominimities, although of receut origiu, 
starting in Winnebago county, Illinois, in 1903, has made rapid progress. 
In 1904, the work began in Canada at Jordan Harbor, Ontario. In 1908, 
steps were taken to start the movement at Jamestown, N. D., and it has 
proved most successful. Pioneer work in Saskatchewan was started by J. 
A. Chisholm, Midale, and A. D. M. Hone, Birch Hills, During 1909, 1910 
and 1911 the work in Midale increased and improved, culminating each 
year in a successful school garden exhibition. 

Experiments prove that the garden may be made a success in connec- 
tion with the work of the rural school and that it has a distinct educational 
value. Superintandent Kern, in his interesting 
REPORT OF book, ''Among Country Schools," describes ''the 

COMMITTEE ON old weather-beaten school house on a barren spot 
RURAL SCHOOL of ground with its blank walls and desolate yard." 
GARDENING ' ' The greatest need and the greatest opportunity is 

in the rural district, and too often there is only 
bleakness and barrenness. ' ' The garden should give the child the oppor- 
tunity "to work among growing things and grow himself in body and mind 
and spiritual outlook." The influence, rather than the instruction, the in- 
terest and inspiration, rather than the facts, are to be desired. In a rural 
school with thirty children, a garden si.x;ty feet long and forty-two feet 
wide will provide a plot ten by five feet for each child and allow two-foot 
paths each way. The surveying of the plots, the preparation of the soil, 
the selection of flower and vegetable seeds, the planting, watering, weeding, 
thinning and other details should be discussed in the class room as well as 
in the garden. There are difficulties to be overcome, but likewise possibili- 
ties to be realized. 

"It now becomes the duty of the School Garden Association of America 
to foster the movement and in every possible way to encourage the spread of 
this great work. How can this be done? I recommend that the Association 
offer a series of prizes for the best photographs of gardens, plots, collections, 
etc., from rural schools. Similar results may be secured by means of illus- 
trated lectures and exhibits at the various educational conventions. The co- 
operation of agricultural societies may be secured to advantage." 

A. KENNEDY, Chairman, Saskatchewan. 

The following suggestions prepared by Mr. Ernest K. Thomas of the 
Extension Department of the State College, Kingston, E, I., for the School 
Garden Association of America, are reproduced here in the hope of stimulat- 
ing a new and growing interest in the subject of school gardens, not only in 
the rural and village communities, but in the cities of Oklahoma as well: 

1. Secure land as near the school as possible. If there is room in the 
school yard that is the best place for it. 

2. A pure clay is about the only kind of soil that 

PLANNING A cannot economically be made to produce crops. 

SCHOOL GARDEN 3. A very sandy light soil needs an abundance 
of organic matter such as barn yard manure and 
street sweepings. Put on all you can get. Add a little lime to correct any 
acidity which may be present. 

4. Let the pupils draw a plan of the garden ou paper early in the 
year. Discuss it often in the school and soci.re the advice of others on the 
matter. 

10 



5. Method of planning a school garden depends on, (a; area of land 
available; (b) number and ages of the pupils. 

6. There are three general ways in which a garden may be laid out, 
(a) individual plots, where each child has his own garden; (b) dual plots, 
where two pupils work on the same j)lot; (c) community gardens, where 
there are no divisions. The garden is planted as one big area and the 
pupils should have just as much interest in one as in any other part of the 
garden. 

7. All three methods have much to recommend them. Each teacher 
should decide which is best for her local conditions The individual plot 
system develops individuality. It demonstrates clearly which pupils are 
taking good, bad or indifferent care of their gardens. It brings out the 
spirit of ownership and responsibility, which often determines whether a 
boy will be interested in his work or not. 




— From Bulletin of School Garden Ass'n 

8. The size of individual plots should not be too large. Too large 
plots mean too much work, the result is an untidy condition of the garden. 

The educational value of a school garden is at a minimum if it is not 
neat and clean. Individual plots should not be smaller than 5x10 feet or at 
least 4x8 feet. If there are too many children to give each one a plot this 
size, adopt the dual or communal system. Very small individual gardens 
mean numerous walks which take up a considerable portion of the garden 
si>ace. 

9. The dual, or two-pupil plot system is valuable because it eliminates 
walks, develops a competitive spirit even more than the individual plot 
system, or enables an older and a younger pupil to work together, and the 
placing of responsibility on the older pupil. Two pupils from the same home 
might work the same plot, which under some conditions might be advisable. 

10. The community garden does away with the many small walks and 
on that account if properly managed will allow a larger yield from the area. 
It saves considerable labor in plotting out and is more likely to meet with 
approval from the general public who do not understand the educational 

11 



motives behind the movement. Under a skillful teacher a splendid oppor- 
tunity is offered for develoiiing an altruistic spirit of co-operation. 

11. AVhen the individual i)lot system is used the following sizes have 
been found advisable wl'en two lessons per week are given of from one 
to three hours. 

Grades I, 11, III, oxlO feet; Grardes iV, X, \I, 10x15 feet; Grades VII, 
YIII, IX, 10x20 feet. The older children can work larger plots than 10x20 
feet if they attend oftener than twice a week. 

12. In staking out a garden for the individual plot system, make tlic 
beds oblong in shape and have the long side running east and west, if pos- 
sible, so that the crops can be planted across the narrow w^ay and run 
north and south. 

13. Do not arrange to have flowers and vegetables in the same plot. 
Lay out the center portion with individual vegetable plots and arrange the 
flowers in long borders around the outside. Let the flower borders bear 
the same relation to the individual plots as the frame of a picture does to 
the picture itself. If the plot is large there should be wide central walks, 
ai;d borders of flowers along these wide walks would add to the picture. A 
central flower bed also may be desirable. 

14. In staking out a garden, first determine the boundaries and mark 
the corners with a strong permanent stake. Xext find the center on either 
side between the boundaries and mark this point in the same way. Always 
work from the center to the outside in plotting out. 

15. The following materials are necessary for the work: Strong gar- 
den lines, twine, stakes 9 inches long, several stakes for permanent points 18 
inches long, tape measure and a wooden mallet. 

16. Quicker results may be secured if only a few older pupils take 
part in tlie staking out. Accuracy in measuiements should be insisted upon 
and if the w^ork is not perfect it should be done over again, even if it is 
getting late in the spring and past planting time. The appearance of a 
garden depends very much on how it is laid out and planted. 

EKNEST K. THOMAS, 

Extension Department, State College, Kingston, E. I. 
The idea of a farm in connection with the rural public school is com- 
paratively a new one, but it is entirely consistent with the demand for 
agricultural instruction in these same schools and 
THE SCHOOL in harmony with the general tendency toward the 

FARM ^ ocational idea In elementary education. From all 

accounts published of the successful operation of 
the scliool farm in other states, and Oklahoma as well, it is safe to predict 
that the srliool farm is destined to become an integral ])art of the rural 
school site in every agricultural district. This phase of school activity in 
Oklahoma, however, is yet in its infancy. Our State A. & M. College, 
through the agency of its extension department has done a great deal to- 
^\ard arousing an interest in the various activities of farm life among the 
boys and girls in school, but very few of the county superintendents have 
taken systematic steps toward establishing the school farm as a jiermanent 
part of the school plant. This ought to l)e done. At a recent meeting of 
the State Association of the County Superintendents, Supt. Swaim deliv- 

12 



I'f 







Wr'l^-'^M 



ix^\ 







T4, t 






— Courtesy of Count.\- Supt. .Judd. of lialeigii. X. C. 

eved an inspiring address on the workings of the school farm in Beaver 
county and it is to be hoped that other superintendents will begin the work 
of establishing farms in connection with th<Mr schools. 

The chief difficulty in. making a success of the school farm lies in the 
fact that the school term closes before the crops are matured. This may 
be overcome in two wf)^'s: First, the farm may be divided into small sec- 
tions and apportioned to a certain number of boys on condition that each 
boy is to be held responsible for the mataring and the gathering of the crop 
assigned to him. This plan would work best, perhaps, in consolidated school 
d'stricts where there is a larger perc.^itag'^ of boys old enough to be en- 





■ 


KpSta^r 4^B|- J 






II^HjHl ^^^pfeE^^^^^Qiij^S^ 




* 


^^ - '■ ■ . t :^.~.' Ji^U: ■■ "■ 



Supt. .huUL 



13 



trusted with the eare of a crop without the immedif.te supervision of the 
teacher during the vacation. Second, the farm may be managed on the com- 
munity plan. This plan is better adapted to the small districts where the 
people are closer together and the teacher is less apt to be qualified to 
supervise work of this character successfully. The community plan is out- 
lined in a recent bulletin, prepared by Supt. Judd of Wake county, N. C, 
and issued by the Bureau of Education, in the following language: 

''The school farm is a small plat of ground at or near the public school 
house, cultivated by a volunteer association, in the interest of the public 
school. The usual size of the jdat is two a<res, the sm.allest is one acre, the 




— Courtesy of Supt. Judd. 

largest 4. These farm plats are usually a part of the school building site, 
which varies in size from two to ten acres. In some instances, where there 
is not enough room on the building site, land is secured from some neighbor- 
ing farmer, nearly always gratis. Wherever practicable, the board of educa- 
tion purchases aiblitional laud for the school farm, where more ground is 
needed. 

"Sometimes the farm has been conducted through the organization of 
the school betterment association. Where there have been no such organiza- 
tions, interested people have called a meoting, or the county superintendent 
of i)ublic instruction has presented the plan at some general meeting; those 
willing to co-operate have chosen a school farm superintendent. 

''The farm sui)erintendent is usually one of the best farmers in the school 
district. His judgment may be relied uijou to fix the time and the fre- 
quency of the workings. Consulting as far as practicable the convenience 
of the members, the superintendent calls them together when there is work 
to be done, rertnin of tho work requires n simill number of workers for a 

14 



short while. For such T^•ork the jnembers are called by small groups alter- 
natel}'. Other kinds of work such as chopping and picking cotton, require 
a large number of workers. Men, women, youth, and children come together 
in large crow^ds, and frequently finish the work in from one to two hours. 

' ' On a crisp October Friday morning there was a quicker movement in 
the homes of the Enterprise school district. The three-room school building 
of the consolidated district had just been completed, and the teachers had 
been in the community several days already. On this particular day all 
'hands' gathered at the school house to pick the four-acre cotton farm for 
the third and last time. By 9 o 'clock the work was well under way. Among 
the pickers were the new teachers and the county superintendent and the 
president of the County School Betterment Association. 

''At half past 32 a bountiful dinner of hot brown barbecue and many 
delicacies was spread on the triangular table in the grove near the school 
house. After offering heartfelt thanks for the beautiful new school build- 
ing, the abundant harvest of snowy white cotton, and the bright, enthusiastic 
teachers, all of which gave promise of a good school year, the repast was 
heartily enjoyed by all. 

"After a little rest the women and children returned to the picking 
and the men went into the grove to thin out the trees and to clear the 
ground of brush. These tasks finished, all gathered in the school house, where 
a few short spirited talks and some bright prophecies were made, a resolu- 
tion passed to meet on the school farm again the following Monday morning 
to seed the ground in rye. 

"Some of the topics discussed at the school farm meetings are: The 
value of deep plowing, sub-soiling, winter cover crops, the relative merits of 
fall and winter plowing, the analysis of commercial fertilizers and home- 
prepared manures, the best methods of selecting seed, the best methods of 
cultivating growing crops at their various stages of development, variety of 
soils, insects that harm growing plants, etc." 

Supt. Judd also has this to say in part of the purposes of the school 
farm: 

'M. A Means of Increasing the School Revenue." — In Wake county 
during the past six years about fifty school houses have been built and 
equipped, most of them ranging in cost from $2,000 to $15,000. The county 
board of education usually pays one-half the cost of the buildings, the other 
half being paid by the school districts. Frequently the committee borrows 
a part of this sum from the State loan fund. This loan, with four per cent. 
interest, is to be paid in ten equal annual installments. Of the thirty-five 
white schools that would have borrowed money for building, and would 
thereby have had their terms shortened, all but one have through volunteer 
funds made good the deficit and more. At that place the public school was 
supplemented with a private school. In many cases the salaries allowed by 
the county have been inadequate, and schools have been unable to pay their 
half of the necessary equipment. The needed money has been supplied out 
of these volunteer funds, of which the school farms have been one of the 
main sources. 

"2. A Means of Socialization. — On the school farm, where gather men, 
women and children of every religious and political faith and of every 
social stratum, under conditions as nearly normal as possible and with per- 
fect freedom, society is at is fusing point. Here new friendships are made 
and old ones strengthened. The best thoughts of the community, whether on 

l.T 



sewing, ciittiiig, cooking, raising poultry, house decoration, iiousekeei)ing in 
general, gardening, cattle raising, orcharding, farming in general, magazine 
and newspaper topics, rearing children, morals, or education, are here stand- 
aidized and stani[ied as free currency. 

''3. A Means of Teaching. — Every year thousar.ds of experiments arc 
made at fhe ex[)eriment stations of the State agricultural colleges of our 
country, testing theories of agricultural practice. ]\rany of the theories 
tested are found to be useless and untenable. Fliose that ]>rove of value 
are printed as bulletins and distributed among oiu- farmers. 

"The question then arises, how can this valuable information be made 
available to those most in need of it? For the jiresent, and probably for 
many years to come, a ^ cry small per cpvi^:. of our young men will attend 







— c;(H!rtesy of Supt. Judd. 

the agrivulturai colleges. Only the better faDuers read the bulletins. How, 
then, shall the information be brought lo vhe jioorcr farmer? In this is the 
oi»[»ortunity of the school farm. 

"One of the best rea<l and most successful farmers in the community is 
chosen to superintend fhe sciiool farm. The best farm implements in the 
ccmmunity are used in ]treparing the land and in cultixating the crops. The 
best methods known to the superintendent arc emjdoyed. The less intelli- 
gent and less successful farmer sees the practical and successful aiijilication 
of the best agricultural thought. He comprehends; he goes home; he applies. 
Thus the school farm with its sujHMintendenr becomes the point of contact 
between the farmer and taxjtayer an 1 th'"" r.giicaltural college and experi- 
ment station, whi(di are sup] orted by his taxes and for his benefit. 

"4. An Aid to Consolidation. — School ]tatrons need to be informed as 
to tlie needs of their s(diool. The school farm 'working bee' affords the 
medium of communication between jtatroas and superintendent. Through 
conferences as to the best metho<ls of op-rating the school farm, to Avhich 

16 



many patrons are able to make lieli)ful contributions, and by touching elbows 
in the middle of the rows, a basis of sympathy and confidence is estab- 
li?hed. Suggestions of the superintendent thus made are more effective 
than a platform speech. 

'■ ' The one-room school has been the bane of the country districts. Ke- 
form has been difficult because convenience to the school house has seemed 
to the patrons worthy of larger consideration than efficiency of instruction. 
How can the emphasis be replaced if the school suj^erintendent does not 
hnow his people and if the people have not learned to have confidence in 
both his disposition and his ability to direct their schools for their best 
service? 

*'A 'working bee' held jointly by the ptitrons of two adjoining schools 
afforded the superintendent a desired opportunity. -He addressed the people 
on the desirability of consolidating these tvv^o schools with parts of two 
other districts, and of building one large school where a richer and a higher 
course of instruction could be given. The efi'ort was successful and consoli- 
dation was accomplished. The movement spread and seven other small schools 
with a total enrollment of 417 were consolidated into ^-hree. In these domes- 
tic science and practical farming are taught." 



CHAPTER II 

BUILDING DESIGNS 

In the C'oustraction of a school buildiug, the first eonsideratiou is the 

number of children to be accommodated. This will determine the number 

of teaching rooms. The second consideration is 

INTRODUCTION the financial ability of the district. This will de- 
termine the eharaetei of the material to be used 
in its construction. The third consideration is the architectural design; and 
here is where the mistakes are usually made. It would be well if every 
district were able to employ an architect to work out the problem for the 
district board when the time comes to build a school house, but since this 
is not always possible, we have undertaken to make some simple suggestions 
based upon modern ideas of school room construction. 

The best authorities on school architecture are agreed upon certain 
standards to which the school room must ccnforni in order to meet the 
demands for the normal growth of the child, physically and mentally. Tlie 
recitation room is the most important of all the rooms in the building. The 
dimensions of this room should be governed by such considerations as the 
maximum number of pupils to be accommodated and such as affect the 
sight and hearing of the })U})ils. It should Jiot be more than thirty-two 
or three feet in length nor more than twenty-two or three feet in width. 
These are necessary limitations prescribed with a view of protecting the 
eyes of the pupils in their regular class room work. The height of the 
room should be approximately thirteen feet. A room of this size will seat 
forty-eight pupils at single desks, allowing fifteen square feet of floor space 
for each pupil and ample breathing space. Authorities agree that light 
should be admitted from only two walls of the room; from the side and the 
rear, and preferably from the side only. Probably the best arrangement 
for lighting is to group the windows on the left of the pupils, allowing as 
little space between the windows as possible so as to prevent unneccessary 
shadows. The window sill should be about three and a half or four feet 
from t"he floor and no window should be nearer than seven or eight feet 
of the front wall. The total window glass surface should equal about one- 
fifth of the floor space, and should reach wilhin six inches of the ceiling so 
as to cause a better diffusion of the light over the room. Adjustable window 
shades should be provided so as to regulate the light on sunny days. 

If stoves are to be used for heating, the building should be so con- 
structed as to permit the location of the stove in one corner of the room. 
With such an arrangement the stove does not interfere with the seating 
of the room and makes possible a better diffusion of the heat. There 
sliould be a fresh air vent provided for in the wall near the floor Just back 
of where the stove is to be placed in order to properly install the heating 
and ventilating system. 

18 




Plan of One Eoom School 



Soc^le /^" ~ \'- o" 



One Room Floor Plan 



19 



Every school builJing should be iirovided with separate cdoak rooms 
or cloak racks, for the boys and girls in each class room. These should 
be situated near the entrance to the rooms. There should be, also, ample 
and substantial provision made for the school library. In village and 
consolidated school buildings containing six or more rooms, there should be 
a room built especially for library purposes. Neat library shelves may be 
built in the walls of the room and save the expense of buying special eases 
for the books. In the smaller school buildings, the books may be kept in 
the class rooms where they are to be used, with a similar provision made 
for the necessary shelving. An entrance lobby is always necessary. Hall- 
ways are needed in the larger buildings. Built in closets for the protection 
of physical apparatus and school supplies are imperative. A fuel room may, 
also, be included in the general i)lan, unless it is preferred to erect a sepa- 
rate room or shed for this purpose elsewhere on the grounds convenient to 
the main building. Another important consideration in making plans for 
school buildings is the universal deman for an auditorium. It matters not 
whether the school be large or small, it is the community center and its 
building should be so arranged as to recognize this fact, and to accommodate 
the people when they come together on occasions of community interest. 
Accompanying these suggestions, we present the following pages of illustra- 
tive types of school buildings, large and small, modern and otherwise, with 
such comments as seem appropriate. 




Peiespective: Vilw 

One Koom Elevation 



ESTIMATED COST OF BUILDING 

Excavation $. .4.00 

Brick Work 79.00 

Lumber and labor 460.00 

Mill work and labor 190.00 

Plaster work 90.00 

Painting 63.00 

Sheet metal :5.00 

Blackboards 9.00 

Total apjiroximate cosl $900.00 

20 



1 


S C ifooi^ i^oorv] --. 





1 


1' 


a^'o" . 3o'o" 


1 




Oorr^o l,,MtS ^rfu.^M.Slovt Show 


r 


1 


1 


M- M, „«„„„.. Tow, 


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i 


n- V/<isv. r3q^,^ 


r^l 


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.. o.3.,c..o.H. T.-W«...P„,. 


®i 


1 


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■d 






! ?^ 


^ f 


^1^ 


£5 3 


15^ 


ek^o^ 


gS 


fc 


© 


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@ 




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•3 


bo 

J 


^ 



p- - 



; iT 



i 



W'~r.ow^ Tori Dtco>»RT'0~ Ox 

— Courtesy of State Supt. Alvan N. White, New Mexico. 
One Room Floor Plan 




-Courtesy of State Supt. Alvan N. White, New Mexico. 
One Room Elevation 



21 




—Courtesy of State Supt. F. G. Blair, 111. 
Cross Roads School, Macon County, 111. 

This is one of the very best designs for a one-teacher rural school. As 
shown in the floor plan, provision is made for a fuel room in the basement, a 
standard size class room, separate coat rooms for boys and girls, a vestibule, 
a library room and separate indoor toilets. 




Rear View of the Cross Roads School 
" 22 




rioor Plan of Cross Roads School 




□ □□C-GDnUOD 



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f! □□CD:Cnn| 
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^L00I5_ PLAN - 

— (Nnirtesy of tlie Waterman-\\'aterl)ury Co. 
One Room Floor Plan 



'I'liis is aiiotlicr iiinst excel U'lii modern design. It will he iiote»l that 
tlio sanitary indoor closets are also i)rovidod for in this hiiildino. jt is 
what is known as the "dry closet" and does not require sewer connections. 
The indoor closets if they are operated in a satisfactory manner, are much 
more desirable than the outdoor closets, not only because they are more 
sanitary, but because their location tends to prevent loitering in them, and 
preserves the morals of the c]iil(lr<>n. 



24 







— Courtesj' of the Waterman-Waterbury Co. 
One Room Elevation 
This building probably can be erected for less money than the one 
shown in the second plan presented. 




Plants of Two l2oor-i School 



Two Room Floor Plan 

2.") 



The plan of tlio two-room building follows the same general principles 
with reference to lighting, heating and ventilating as the modern one-room 
plan. Provision is made for a roll partition between the rooms, thus making 
an auditorium twenty-three by sixty feet with the seats permanently ar- 
ranged to face the speaker's platform. The necessary library shelves are 
built in the wall, and the vestibule and cloak rooms are conveniently ar- 
ranged. A small platform or porch should be added to this i)lan. 




Pe:t23Pi:ctive. View. 

Two Room Elevation 
ESTIMATED COST OF BUILDING 

Excavation $ 7.00 

Brick work 110.00 

liUmber and labor 7(S0.00 

Mill work and labor 860.00 

Plaster work 190.00 

Pa inting 8S.00 

Sheet metal 5.00 

Blackboards 10.00 

Total a pprox imate cost .$1,550.00 



26 







— Courtesy of State Supt. Alvan N. White, N. M. 
Three Room Floor Plan (Kote the provision for an Auditorium) 




-Courtesy of Supt. White. 



Three Room Elevation 
27 



-$'.: 






2'5'-0'» 30-0' 



2 3- Cx 30-0' 



eo*t/~<i /=»«*^ 




HmF^ I ^ 



i I 



^i^^axu- n 



lO-o « 36-6" 




_^£__;; 



E 







Plan or Thkcl 12oom .School o 

Sc-^le Xe" - I' CI' 

Three Room Floor Plan 
(Xotc tlic provisions for Liltrarics and Auditorium) 



28 




!1 ! 'l^ '^v 







— Courtesy of Supt. B. H. Hester. 
A Modern One-Room School Building in Rogers County 




-Courtesy of Sui>t. Wesley Fox. 



A Modern One-Room School Building in Marshall County 
30 



rooW R<30f-\ n.ui?/VL -SCnOOL OurLDIMG 
OF Z OuC^/^-TiOrA 




r ' 




» 







— Courtesy of State Supt. F. M. Bailey of Texas. 
Four Room Floor Plan 

Observe the entrance, the coat room?, tlie teacher's rootr., the store 
room, the arrangement of the stoves an.l the an:1itorium. 




iiil W, -"Wfrz ^ l^iS 



Ca^t rxo^T ClCvatiom 



rtxiR Room Rurai. ^cmool 0<^ii.oin<> 

TtXAS i1-AXC • DC RARTTMtl^T 

or CtJciCA-npn 



— Pourtesy of State Su;M. F. M. n.-iiloy. Toxa^ 
Four Room Elevation 



3] 



-y < 



1 1 1 1 1 1 1 1 1 1 1 




1 1. 1 1 1 1 i 1 1 1 1 




1 1 1 1 1 1 1 1 1 1 1 


lie - iz^io 


1 1 1 1 1 1 1 1 1 1 1 




1 1 1 1 1 1 1 1 1 1 1 


CLAi.S ROOM 



JT^ 



=tfc 



IRECITATION 
I ROOM 



□ □□ 



B 



li o < i2-lo 

CLA65 ROOM 



-^ COR-eiDOR 




pIL/N'CIi-ALS 

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1 1 i M I 1 M 1! 




1 1 1 1 M i 1 1 1 1 




1 M 1 1 1 1 1 1 1 1 




I 1 1 1 1 M i 1 1 1 





Plan for Village or 
Consolidate School 



First Floor 



This is a i)lan for tlio first floor of a uood (lesion for a prooressive village 
or consolidated district sdiool where the attendance ranges from two hun- 
dred to one hundred fift\ students. 







■"^'^ . 



ma jEfe ''t ,, _ 




Two Story Elevation for Village or Consolidated School 

Furnace and fuel room and boys ' lavatory should be provided for in a 
basement under a portion of the building. 




riR^-r tloor plan. 



/-|>&r» 5CMOOI. E>oiLDin&. 
or CDucA-rion. 

AuiXiM --TtXAi . 



— Couites\- of state Supt. F. ]\I. Bailey, Texas. 
Two Story Floor Plan for Village or Consolidated School — First Floor 

Each room is so arranged that the light enters from the left 

33 




^rcoMD ri_ooR Pla 



MlGM .5CMOOL CUILDING. 
TtXA^ ^T/VTE DCP>VK-rr-AEJ'<T 

OF Eduovtiom. 



/^u^-r I /~» - Tr. ;•(. ^^^ 



— Courtesy of State Supt. F. M. Bailey of Texas, 
Two Story Floor Plan for Village or Consolidated School — Second Floor 



Should the school become crowded, the auditorium could be seated with 
desks and used for a study hall, affording more rooms for the grades and 
requiring a fewer number of rooms for th? high school. 



REMODELING THE OLD 



Most of our one-room school buildings are old-fashioned in design but 
many of them are substantially built -ind well preserved; and some of them 
are found in districts that are not able to abandon them simply because 
they are old-fashioned. A fair example of such a building may be noted in 
fhe accompanying cut of one of our rural schools in Ka> oounty. 

34 




District No. 



— Courtesy of Supt. E. A. Duke. 
Kay Comity 



It appears to be well constructed and well preserved. It is not modern, 
however. It looks as if it might ha^e three or four windows on either side 
and one or two windows in the end opposite the doors. This is typical of 
the old style and may be made over into a modern design at very little 
expense. 

Through the courtesy- of State Superintendent Hyatt of California, we 
are permitted to present the three cuts b?low, showing the floor plan of an 
old-fashioned school building, similar to the one presented above, and how 
it may be changed to conform to more modern ideas of arrangement, and 
how it looks from the outside when completed. 




Bv removing the windows from one side of the building and placing 
them on the other side, and moving the door from the end to one side, and 
running a partition across one end of the room and putting windows where 
the door once was, the interior of a more or less modern school house is 
presented, A porch on the outside adds to its looks and the comfort of the 
children. The partition may be made a movable one and thus preserve all 
of the original features of an auditorium. 

(Jolo-n Ochooi Ct.f-f-t.1' rem ffcl e 1 1, 11 q 



^=1 






P>1 cc ^^'i Hf^Jo^ Mcr^ 

CLA5S 'RooAX 









N€w:-^OflCH 



D 



<— V , L K--y\\ N;.-^ -- Jt.'i <i ■>' nti 




Jolen School After Remodeling — Elevation 

The Kay county school could be remodeled after these suggestions with 
very little expense and the house would look better, the pupils would be 



36 



more comfortable because of the new arrangement of the windows, and the 
teacher would be encouraged to do better work because of the added com- 
forts and conveniences. 




— Courtesy of Supt. Geo. Rainey, GarHeld County. 

The Garfield county one-room school could be made modern just as 
easily as the Kay county school. The little room now used as an entrance 
could be arranged for a small library or cloak room and the entrance moved 
to the side of the building and all of the windows banked on one side. This 
building, however, is too small for the normal demands of any community 
school center. 




-Courtesy of State Supt. Edward Hyatt. California. 

Before Improvement 



37 



Very many of our country sschool houses are sadly in need of some 
simple and inexpensive repairs. There is absolutely no excuse for allowing 
school to be maintained in such quarters as are called school houses in some 
parts of cur state. It is a criminal disregard of the community's obligation 
to its children. It is an evidence of ignorance and a woeful lack of ordi- 
nary energy and pride. 




Courtesy of State Supt. I'^dward Hyatt, California. 
After Improveni-'nt 



38 



CHAPTER III 



SCHOOL EQUIPMENT 

Pertaining to the Building 

The equipment of a school building should be provided with due refer- 
ejice to comfort, convenience, health and good taste. Pupils cannot do their 
best work unless their indoor environment meets 
SEATING- THE these requirements. The furniture should be neat 

CLASS ROOM and substantial. Every pupil should have a desk 

of his own that fits his stature — neither too high 
nor too low. The desks should be arranged in rows. If they are not ad- 
justable, they should be placed with a view to grouping the pupils according 

to grade. Care should be taken to see 
that the aisles are of sufficient width to 
allow easy acces to the seats and am- 
ple space at the rear and front of the 
class room for the heater, the teacher's 
desk, recitation seats and easy access 
to the library and blackboards. The 
work of placing the desks should be 
done according to accurate measure- 
ments. A comfortable desk and chair 
should always be provided for the 
teacher. The teacher 's desk should be 
provided with conveniently arranged 
drav/ers and a lock and key. In roonis 
wdiere more than one grade is taught, 
it is desirable that special recitation 
seats be placed near the front for con- 
venience in conducting the regular 
elass work. 
— Courtesy of Ginn & Co. 
Kern's "Among Country Schools' 




39 





^v^f*^"!,-*^::^^*. 



■"•^y^***?^ -• 







HEATING PLANT 



— Courtesy of O. J. Kern. 

Many of our rural schools are still using the old-fashioned stove in the 
center of the room. With such a heating device, it 
is impossible to ventilate a room properly without 
lowering the temperature. The result is that the 
pupils are more or less uncomfortable, either from cold or lack of fresh air. 
Under these conditions, the health of the children is endangered, the 
discipline of the school is impaired and effective study is impossible. For 
these reasons, the old type of stove should be discarded and a heating plant 
installed, based upon such principles as will guarantee an abundant supply 
of pure air and preserve an even temperature. It is not necessary to install 
a furnace in order to meet these requirements in the smaller buildings. The 
large jacketed stove, provided with a fresh air intake and a foul air outlet, 
when properly installed, has proven entirely satisfactory. On cold days in 
winter, the windows and doors may be kept closed and the stove will furnish 
an ample supply of pure, warm air at an even temperature. 



40 




Xfl 



''^ o 



I 6 

« >» 

o c« 



> 
(SO 



CO 



41 





— Courtesv of WatermRn-"V\'aterbury Co.. Minneapoli.^, Minn. 

The stove should be located in one corner of the room in order to 
insure a better distribution of the ^Yarm currents of air. 



4:: 



11 



_n,«'^-^^ 


is 




.■ ..>* „.,^....^j 


T^ 


■ m^ 






:i. 1 urn 


i 





43 



More than two thousand sanitary heating plants have already been sold 
to the rural and village schools of Oklahoma. It is to be hoped that the day 
is not far distant when every school in the State shall have installed for the 
comfort and health of its pupils a satisfactory heating and ventilating plant. 




— Courtesy of the Round Oak Heating Co., Dogawiac, Michigan. 

Where the jacketed stove is installed pioperly, the pupils do not find it 
necessary to leave their seats and crowd around the heater to "warm"; 
the temperature is comfortable in all parts of the room. 



44 




45 



Another mo^t importctnt item of the equipment for the school building 

is the sanitary drinking fountain. Our State law prohibits the use of public 

drinking cups. In order to vitalize this law, how- 

DRINKING ever, pupils in school should not be allowed to dip 

FOUNTAINS their individual cups into the same water pail. The 

best way to preveni this custom is to discard the 

water pail entirely and substitute a reservoir of some description that is 

provided with a faucet or fountain attachment. A large earthen jar with a 

tight-fitting cover may serve the purpose; or an ordinary galvanized water 

cooler. When a district is financially able to provide better equipment, it 

would be well to consider some of *-l\e specially designed drinking fountains 

that have been recently placed upon the market. 




— Courtesy of the Linn-McCabe Co., Martinsville, 111. 
This type of fountain can be attached to any ordinary force pump. 



46 




This type of fountain may 
be placed whereA^er most con- 
venient in the building. 



-Courtesy of Smith Heating C 




^> 



Just press the button be- 
low the cup and the bubbler 
promptly responds. 

All of these fountains are 
absolutely sanitary and have 
given general satisfaction 
wherever installed. 




-Courtesy of Waterman-Waterbury Co. 



There should be in every class room, ripproxiniately. forty linear feet of 
blackboard space. The lower border should be about two and one-half feet 
from the floor and the boards should be approxi- 
MISCELLANEOUS mately three feet in width. Chalk troughs, dustless 
EQUIPMENT erasers, dustless chalk and pointers should be pro- 

vided. "Window shades, also, should be provided. 
There is a great variety of these en the market. Xone but the adjustable 
type should be used. Perhaps the most durable of this type is the Venetian 
blind, though there are other adjustable shades that are very satisfactory 
and cost less. The Johnson window shade adjuster is one of this class. It is 
exceedingly important that all class rooms be equipped with shades in order 
that the light may be regulated to protect the pupils' eyes. 




-Courtesy of Jasper Sipes Co. 



48 




— Courtesy of Jasper Sipes Co. 

Another important ijhase of the eqaipment of school buildings — and it is, 

perhaps, more often overlooked than any other — is the matter of indoor art 

and decoration. Mr, Edwin Osgood Grover says in 

INDOOR his Teacher's Creed, ''I believe in beauty in the 

DECORATION school room, in the home, in daily life, and out of 

doors. ' ' A teacher who cannot subscribe to such 
a creed is unworthy to hold a position in the most humble country school. 
It is to attract teachers who believe in such ideals, that school boards should 
encourage indoor decoration. We are aware that the members of the school 
board have no time to engage in the actual work of planning color schemes, 
hanging pictures, selecting statuary and growing pot plants, but the}' can 
be liberal with their funds in making it possible for the teacher and the 
pupils to equip the building with some of the things that tend to enlarge 
and enrich the lives of the children. 

There should be a few well selected framed pictures liauging upon the 
walls. Splendid reproductions of the works of the great artists of all ages 
can be had for a mere trifle from our art dealers and can be framed very 
neatly at a nominal expense. If the school board is not inclined to draw 
upon the contingent fund for such a purpose, the ambitious teacher may de- 
vise some popular means of raising the amount needed. 



40 




-Courtesy of County Supt. O. J. Kern. Illinois. 



A bit of inexpensive statuary and some flower pots often serve to relieve 
what might otherwise be barren and lifeless. 

The following is a list of a few of the hundreds of reproductions from 
the masterpieces of art that may be had from the dealer at a very small cost: 
1. Stuart's ** Washington. "' 

2. St. Gauden's ' 'Lincoln." 

3. Breton's SThe End of Labor.'' 

4. Adams' ''The Haymakers." 

5. Millet's "The Gleaners." 

6. • • Portrait of Longfellow. - ' 

7. Birgel's "Twilight." 

8. "Lower Falls, Yellowstone" 
in colcr ). 

0. Turner 's s' ' Aproach to Ven- 
ice. 

10. Mauve 's "Shepherd's Lane." 
IL William Morris Hunt's "Flight 
— Cuuriesy of Ginn i C. ^^ Nifelit. 




.-() 



9. Turner's ''Approach to Venice." 

10. Mauve 's "Shepherd's Lane." 

11. William Morris Hunt's "Flight of Night." 

12. -Raphael's "Sistine Madonna." 

13. Barye's "Lion and Snake" (cast). 

14. Watt's "Sir Galahad." 

15. Delia Eobbia's "A Bambino" (cast). 

16. Millet's "Feeding Her Birds." 

17. Guido Eeni's "Aurora." 

These prints may be had in almost any size, mounted on card board, 
ready for framing. The silent influence of such school room decoration, 
upon the pupils, will be ample reward for all the liberality of the school 
board; and all of the ingenuity and energy of the teacher used in devising 
additional ways and means of providing it. 




— Courtesy of County Supt. O. J. Kern of Tllinois. 



PERTAINING TO TEACHING 

In order to do the most effecting work in the training of children in the 

school room, it is necessary tliat the school should be equipped with teaching 

tools. The old method of teaching by rote is a 

MISCELLANEOUS thing of the past and no longer to be tolerated. 

APPARATUS The work of the class room must be related to life 

if we are to hold our boys and girls in school until 
they are fitted to begin their career as young citizens. Life is concrete. The 
routine of school duties should be likewise concrete. The farmer and the 
blacksmith have their tools and their customers, the doctor has his instru- 
ments, his medicine, his books, his magazines and his patients. The merchant 
has his counters, his scales, his twine, his bottles, his boxes, his barrels, his 
show cases and his delivery wagon and his trade. The lawyer has his 
library, his witnesses — animate and inanimate — his stenographer, his jury, 
his court and his client. The cattle man has his pony, his saddle, his leggings 
and his spurs, his "dehcrner" and his antiseptic, his whips and his lariats, 



51 



his salt cart, his telephone and his daily market reports. The banker has 
his typewriter, his adding machine, his multigraph, his files, his silver racks, 
his safe and his depositors. The teacher has his pupils. Why not have his 
tools? 

Up-to-date maps that hang on the walls and operate with spring rollers 
are necessities in every school room where geography is to be taught. 

Likewise, globes and charts and dictionaries are essential tools for both 
teacher and pupils in every modern school room. 

School boards, however, should be very careful in the matter of choosing 
supj)lies of this character, for the reason that there are so many varieties 
to select from. In fact, the average bus}' man on a school board should 




-Courtesy of Jasper Sipes Co., Oklahoma City, 



not be willing to take the responsibility of purchasing such equipment with- 
out first consulting the teacher and the county superintendent. Money is 
often wasted on charts. There is an enormous variety of these on the 
market; some are good, some are not so good and some are worthless. 
There is the Reading Chart, the Arithmetic Chart, the Music Chart, the 
Bird Chart, the Anatomical Chart and other charts galore. Frequently 
some "crank'- comes through the country selling a chart that he imagines 
is the key to all knowledge, in Heaven and Earth. At their best, charts 
are convenient aids to the teacher; at their worst, they are expensive 
*'junk.*- A good Reading Chart may take the place of a primer; on the 
other hand, a good primer and a good blackboard may take the place of a 
Reading Chart. A modern chart on hygiene, however, should prove to be 
of inestimable value both to the teacher and the pupils. The State adoption 
of charts will serve as a guide to school boards. AVhen there is no adop- 
tion, school l)nards should advise with teachers and county superintendents. 



The law of Oklahoma requires domestic science to be taught in all of 

the common schools. This cannot be done in a practical manner without 

cooking utensils and cupboard conveniences. The 

DOMESTIC problem of providing and preserving these in a 

SCIENCE one-room country school is a difficult one. The 

result is, most of our young teachers have confined 
their work of instruction to text book. This method ought not to prevail. 
It is possible to secure and operate a satisfactory domestic science equip- 
ment in a one-room rural school. This fact has been clearly demonstrated. 

Through the courtesy of Miss Joy Belle Hancock, head of the Depart- 




— Courtesy of H. D. Smith, in "The Country Gentleman." 

ment of Domestic Science in the Woman 's College at Chicknsha, we are 
able to present the following suggestions and lists of equipment adapted to 
the needs of rural and village schools: 

LIST No. I. 



Domestic ~ Science Equipment for 
1 Two-burner oil stove. 
1 Oven. 

1 5 gallon oil can. 
1 Dishpan (tin). 
1 Steel skillet. 

1 Butcher knife. 

2 Bread pans— 9 1/2x4 1/^x3 1/2 • 

1 Wire egg whip. 

2 Plated Teaspoons. 

2 Plated Tablespoons 
2 Plated Knives. 
2 Plated Forks. 

1 Paring knife. 

2 Half-pint measuring cups 

glass or aluminum). 



Eura] Schools — Cost, Approximately $15.00. 



Vegetable brush. 
Scrub brush. 
Strainer. 



(tin, 



53 



2 Pie tins (5 inch). 

1 Cake tin (deep layer). 

1 pint double boiler. 

1 Sauce pan (handle). 

2 Granite mixing pans (4i/4 inch). 
1 Grater. 

1 China bowl (1 pint). 

2 China plates. 

2 China cereal dishes. 
2 China cups. 
1 China saucer. 



Baking powder can lids may be used for biscuit cutters, a large bottle 
for a rolling pin. Cans for flour, sugar, etc., — empty tin cracker boxes, or 
lard can. Lard pail for heating water. Fruit jars may be brought from 
home by the pupils and filled with home products. 

LIST Xo. II. 

Domestic Science Equipment for Village or Consolidated School — Cost. 

About $25.00 to $45.00. Variation in cost due to 

kind of Tables Used. 



Basis of six in a class: 

1 Two-burner oil stove. 

1-Five-gallon oil can. 

1 Dish pan. 

1 Grater. 

1 Wire potato masher. 

1 Can opener. 

1 Steel skillet. 

1 Food chopper. 

1 Butcher knife. 

1 Trav. 

1 Teakettle. 

1 Dover egg beater. 

1 Colander. 

1 Teapot. 

1 Coffee pot. 

2 Small pitchers. 

1 Wire toaster, 

2 Bread pans— 9 1/0x4 1/2x0 1-. 



Servinsf dishes, etc.. to be borrowed 



In addition each two pupils require 
the following: 

1 Wire egg whip. 

2 Plated knives. 
2 Plated Forks. 

2 Plated teaspoons. 

2 Plated tablespoons. 

2 Measuring cups (i^-pint). 

1 Vegetable brush. 

1 Scrub brush. 

1 Strainer. 

2 Pie tins (5-inch). 

2 Granite or China plates. 
1 Cake tin (deep layer). 

1 China bowl (1-pint), 

2 China cereal dishes. 
2 China cups. 

1 Pint double boiler. 

2 Sauce pans. 

2 Granite mixing pans (4io-incli). 
1 Bread board, 
from the homes for occasional use. 



LIST Xo. II r. 

Domestic Science Equipment for Village or Consolidated School — Costing 
From $35.00 to $55.00— Class of Six. 
given in List Xo. II. 
studerts. containing drawers for holding utensils, bread 



Equipment as 
Table for six 
boards, about $20.00. 
14 dozen China plates. 
^ dozen China cups, 
dozen China saucers, 
dozen China small plates, 
dozen China soup plates. 
14 dozen sherbet cups. 
1 Platter. 



1.4 



1^, 

1;. 



dozen water glasses. 
dozen plated knives, 
dozen plated forks, 
dozen plated teaspoons. 
14 dozen plated spoons. 
2 Vegetable dishes. 
1 Table cloth (2 yards). 
6 X^'apkins. 
The table and the stove are the most expensive articles included in the 
lists. In the case of the one-room school where the funds are limited, tables 
may be made by placing boards across the desks and covering them with a 
piece of oil cloth or linoleum, the latter being preferable, as hot utensils will 
not cause it to crack. 

The cupboard may be made of packing boxes or orange crates, the 
shelves neatly covered with oil cloth and the crudity of it all concealed 
with a tidy curtain shirred at the top and bottom on a wire. Many of the 
village schools can afford to invest in a better table and a more substantial 
cupboard. 



54 




—Courtesy of H. D. Smith, in "The Country Gentleman." 

In our chapter on the School Site, we have already emphasized the 
school garden and the school farm in connection with the teaching of agri- 
culture. It remains to suggest certain additional 

AGRICULTURE equipment to aid the teacher in presenting the 

subject-matter of the text bock. "ttjIs need not be 
very elaborate or expensive. The one room school can dc some very inter- 
esting and satisfactory laboratory work in agriculture on a very small 
investment in apparatus. 

The following is a list suggested by Hon. John W. Wilkinson, Supervisor 
of Agricultural Clubs, A. and M. College: 

APPARATUS AND SUPPLIES 



Ten Dollar Equipment for Rural Schools 



6 Tumblers 

6 Argand lamp chimneys 

6 Wide mouth bottles 

6 Fruit jars — glass — quarts 

6 Fruit jars — glass — pints 

6 Tin cans — quarts 

6 Tin cans — quarts — perforated 

bottoms 

1 Germinating box 

1 Glass graduate — 1-ounco 

2 Books blue litmus papers 

2 Books red litmus papers 

6 Test tubes 

1 Test tube support 

1 Glass funnel — 5 inch 

1 Alcohol lamp 



$0.30 
.38 
.45 
.83 
.75 
.30 

.30 
.55 
.65 
.10 
.10 
.15 
.25 
.20 
.25 



Wood alcohol $0.25 

1 Buddin^^ and propagating knife 1.10 

1 pound grafting wax .25 

1 Glass cutter .20 

1 Can opener .05 

1 good hatchet .50 

1 Claw hammer .35 

1 Hand saw 1.00 

1 pound hydrochloric acid and 

bottle .35 

1 pound marble chips .10 

1 pound granulated zinc .10 

1 pound ammonia .10 

IVt pounds cube sugar .09 



Total $10.00 



55 



Forty Dollar Equipment 
List No. 2 

Articles in List Xo. 1 .$10.00 

Agricultural Chart 30.00 

Total $40.00 




— Courtesy of O. J. Kern of Illinois. 

In cases where schools are able to invest more luoney in agricultural 
equipment, a good Agricultural Chart should be included in the list. This 
need not increase the total cost to more than forty or forty-five dollars. 

Of all the equipment of a modern .school room, perhaps the most im- 
portant and the most neglected is the school library. In most of the rural 
schools in Oklahoma, there are no libraries. In 

SCHOOL some instances the books have been carefully se- 

LIBRARY lected with referance to the needs of the school, 

while in other cases they have been donated from 
neighborhood sources with nothing to commend them to the pupils except 
the blind and generous impulse of the donor. Our present library law has 
been among our statutes for a period of thirteen years and yet less than 
one-fifth of the whole number of public schools of the State have ever pur- 
chased any library books, and the great mass of the State's children are 
growing up with other habits than the reading habit. This condition ought 
not to exist longer. If in the future, we are to be ruled by the great 
majority, according to our present theory of self-government, we should see 
to it that the great majority of our future citizens become reading citizens 
in order to make sure that the '' majority rule" shall be an intelligent rule. 
From the class rooms and the libraries of our common schools must come the 

56 



inspiration that is to make our citizenshiiJ better. Teachers and school 
boards owe it to themselves and to the people they serve, not only to en- 
force the letter of the law in building up these common school libraries, but 
to go even further and take advantage of the spirit of the law, and thus 
make the most of their opportunity to raise the standard of self-government 
in the education of the children committed to their care. 




-(.Courtesy ot Supt. Kern of Illinois. 



Some school boards complain that it is useless to buy library books 
for the reason that they always get toru up or lost or stolen. This is 
only an excuse. Any man who has intelligence enough to be honored with 
membership on a school board surely has genius enough to devise some 
satisfactory way by which the books may be taken care of. The State 
Department of Education recommends the following list of books as suited 
to the needs of the rural and village schools of the State. They are classi- 
fied according to grade, and the needs of the teacher. 
First Grade: 

Art Literature Primer. 

Bow-wow and Mew-Mew — Ed. Pub. Co. 



Buuny Bright Eyes (Smith). 

Eugene Field Eeadei — Chas. Scribner's Sous. 

Fables and Ehymes- — American Book Co, 

First Science Eeader — A. Flanagan Co. 

Hiawatha Primer — Houghton-Mifflin. 

Mother Goose Nursery Ehymes — Houghton-Mifflin. 

Sunbonnet Babies. 

Stories to Tell Children (Bryan)— Houghton-Mifflin. 

Glimpses of Nature for Little Folks — Henrv Holt Pub. Co. 

Folklore Stories (Wilksie)— Ginn & Co. 

Story of a Sunbeam (Miller) — Owen Pub. Co. 

Indian Myths (Bush) — Owen Pub. Co. 

Patriotic Stories (Eeiter) — Owen Pub. Co. 

Second Grade: 

Big People and Little People in Other Lands (Shaw; — American Book Co. 

Child's Garden of Yerse (Stephenson) — Eand-McNally. 

Eskimo Stories (Shuge) — Eand-McNally. 

Little Nature Studies from John Burroughs (Bert) — Gin & Co. 

Old World Wonder Stories (O 'Shea)— Henry Holt. 

Seven Little Sisters (Andrews) — Ginn & Co. 

Hawthorne's Second Eeader — World Book Co. 

Heart of Oak, Book 2— Henry Holt Pub. Co. 

Sea Stories fqr Wonder Eyes (Hardy). 

Akimoo, African Stories for Boys (Mullor) — American Book Co. 

Boy Blue and His Friends (Blazdell) — Little Brown Co. 

Colonial Children (Pratt)— Ed. Pub. Co. 

Five Little Strangers — American Book Co. 

Grandfather's Stories (Johonut) — American Book Co. 

Little People of the' Snow (Muller) — A. Flanagan Co. 

Bear Stories (Garter)— Century Pub. Co. 

Third Grade: 

Anderson 's Fairy Tales — Chas. E. Merrill Co. 

Boy on a Farm (Abbott) — American Book Co. 

Each and All (Andrews)^Ginn & Co. 

Art Literature, Book 2 — American Book Co. 

Friends in Feathers (Johonut) — American Book Co. 

Our Little Japaiiese Cousin (Wade, A. S.) 

Woods and Fields (Brown) — World Book Co. 

Ten Little Boys (Andrews) — Ginn «S: Co. 

Tales and Customs of Ancient Hebrews — A. Flanagan Co. 

Uncle Remus and His Friends (Harris) — Houghton-Mifflin Co. 

Water Babies (Gingley) — Scott Foresman. 

The Far East and the Far West Children (Pratt )— Silver. Burdett Co. 

Beynard the Fox (Smyth) — American Book Co. 

Storv of Countrv Life (Bradish) — American Book Co. 

Story of the United States— Ed. Pub. Co. 

When the World Was Young— World Book Co. 

Fourth Grade: 

Alice in Wonderland (Carrol) — MacMillan Pub. Co. 

Alice's Yisit to the Hawaiian Islands (Krout) — America n Book Co. 

Around the World, Book 3 (Carrol) — Mors & Co. 

Lessons for Junior Citizens (Hill) — Ginn & Co. 

Little Lame Prince (Mulock — Henry Holt Co. 

My Saturday Bird Class (Muller)— Henry Holt Co. 

Eobinson Cruso (DePau) — American Book Co. 

Seed Travelers (Weed)— Ginn & Co. 

Some Merry Adventures of Eobin Hood (Pyle) — Chas. Scribner's Sons. 

Story of Daniel Boone (Eeiter) — Owen Pub. Co. 

The "story of Eugene Field (McCabe)— Owen Pub. Co. 

Andy the Acrobat (Hawkins)— G. & D. 

Curious Flyers, Creepers and Swimmers (Johannah), 

Great American Industries (Eochaleau) — A. Flanagan Co. 

Stories from Aiimal Land (Chase) — Ed. Pub. Co. 

58 



Pifth Grade: 

Being a Boy (Warner) — Houghton-Mifflin Co. 
Child Khymes (Keiley)Bobbs-Merrill Co. 
Fanciful Tales (Stockton) — Chas. Scribner^s Sons. 

Geographical Eeader of South America (Carpenter; — Americal Book Co. 
Gulliver's Travels (Swift)— Henry Holt Co. 
Heart of Oak, Book 5— Henry Holt Co. 

Hero Tales Told in School (Baldwin) — Chas. Scribner's Sons. 
School Days of the Fifties (Griffin) — A. Flanagan Co. 
Squirrels and Other Fur Bearers (Burrows) — Houghton-Mifflin Co. 
Toby Tyler, or Ten Weeks With the Circus (Otis)— H. & E. 
Tools and Machines (Barnard) — Silver Burdett & Co. 
When I Was a Girl in Italy (Ambrosia) — Bt. 
Story of Silk (Brown)— Owen Pub. Co. 
Story of Sugar (Eeiter) — Owen Pub. Co. 
What We Drink (Brown)— Owen Pub. Co. 
Sixth Grade: 

Story of Thos. Jefferson (McCabe)— Owen Pub. Co. 
Story of Eobt. E. Lee (McCain)— Owen Pub. Co. 
Story of Eobt. Louis Stevenson (Bush) — Owen Pub. Co. 
Story of Grant (McCain) — Owen Pub. Co. 
Story of Steam (McCabe) — Owen Pub. Co. 
American Inventions and Inventors — Silver Burdett Co. 
Emergencies (Jewett) — Ginn & Co. 
Frozen North — Henry Holt Co. 

Geographical Eeader of Europe (Carpenter) — American Book Co. 
How Our Grandfathers Lived (Hart) — McMillan Co. 
How the World Is Fed (Carpenter) — American Book Co. 
Little Men (Alcott) — Little Brown Co. 
Little Women (Alcott) — Little Brown Co. 
Tales of the White Hills (Hawthorne)— Houghton-Mift'lin. 
A New Lincoln (Tarbell). 
Seventh Grade: 

The Great Stone Face (Hawthorne) — Houghton-Mifflin Co. 

The Man Without a Country (Hale). 

Biographical Stories (Hawthorne) — Houghton-Mifflin Co. 

Coal and Coal Mines (Green) — Houghton-Mifflin Co, 

Every Day Business (Emery) — Bt, 
Prince of Travel (Ballon)- Ginn & Co. 

For the Honor of the School (Barbour) — D. Appleton Co. 
From Trail to Eailroad (Brigham) — Ginn & Co. 

Geographical Eeader, Asia and Africa (Carpenter) — American Book Co. 

Grandfather's Story of Bunker Hill (Holmes) — Houghton-Mifflin Co. 

Great American Industries, Minerals — A. Flanagan Co. 

Pioneers of the Eocky Mountains (McMurray) — McMillan. 

Poor Eichard's Almanac (Franklin, Al. T.) 

Eebecca of Sunnybrook Farm (Wiggin) — G. & D. 

Some Successful Americans (Williams). 
Eighth Grade: 

Agriculture for Beginners — Ginn & Co. 

Autobiograpy of Benj. Franklin — Henry Holt Co. 
"Choosing a Career (Martin) — Bobbs Merrill Co. 

Christmas Carol (Dickens) ^ — Houghton-Miff'lin Co. 

Control of Mind and Body (Jewett) — Ginn & Co. 

Evangeline (Longfellow) — Houghton-Mifflin Co. 

Going to College (Barbe) — Hinds Noble Co. 

Industrial History of the Negro Eace — N. E. A. 

Life of Washington (Scudder) — Houghton-Mifflin. 

Pushing to the Front (Marden) — C. E. 

Self Help (Smiles) — American Book C«. 

Spirit of America (Van Dyke). 

What a Girl Can Make and Do — Chas, Scribner's Sons. 

Young Citizens (Doyle) — Henry Holt. 

Story of My Life (Helen Keller) — American Book Co. 

Lamb's Tales of Shakespeare. 

59 



Books for Teachers: 

Educational Games — Cincinnati Game Co. 

Outdoor Games (Mira B. Lambkin, Macomb, 111.) 

Every Day Problems (O'Shea). 

Among Country Schools (Kern), 

Reading in the Public- Schools — Briggs &: Coffman. 

The Teaching of Geography in Elementary Schools (Dodge). 

Farmers* Friends and Foes (Weed). 

Country Life and the Country School (Carney). 

The Countrv Life Movement (Bailev), 

Jean Mitchel's School (Wray). 

Elementary School Standards (McMurray). 

History of Education (Monroe). 

Education for Social Efficiency (King), 

A Brief Course in the Teaching Process (Strayer). 

Character Building in School (Brovvnlee). 

The School and Its Life (Gilbert). 

Human Behavior (Calvin and Baglev). 

Psychology as Applied to Education (Magrusson). 

All the Children of All the People (Smith). 

How to Teach Reading in the Public Sciiools (Clark). 

The Oklahoma Book Co., or any reputable book depository e-an furnish 
these books. 

All books for library purposes should be bound in cloth or some other 
durable binding. 

PERTAINING TO PLAYGROUNDS 

It may appear to many that equipment for playgrounds is wholly un- 
necessary. Our fathers and mothers went to school in the old days and had 
no apparatus especially designed for their recreation, and why should the 
children of today have it ? 

It is because a more correct conceplioa of what constitutes education, 

and a better understanding of the nature of educational processes has 

magnified the importance of properly directed play. 

THE MODERN If an education is to be regarded as merely infor- 

CONCEPTION mation gained from text-books, and these text-books 

looked upon as the only source of an education, 
then, of course, play can be regarded only as a recreation. But the modern 
view holds an education to be something more than unrelated knowledge. 
It is mind development, training, culture, self-mastery, ability to think and 
skill to do. This conception of an education has brought play into promi- 
nence as an educating factor. 

There are many benefits that children derive from playing organized 
games. It is universally admitted that children who are confined in the 
school room need recreation, but it does not necessarily follow that recrea- 
tion must come through a period of absolute idleness and non-improvement. 
There may be economy of time and improvement of opportunity by so 
directing play activities as to develop the m.inds and bodies of children while 
affording legitimate and effective recreation. 

Play is necessary as a means of developing the body in a manner that 
will insure the future health of the individual. The future health and 
strength of an individual depends upon the proper growth and development 
of the various organs of the body during childhood. There is no other agency 
so potent in bringing about this growth of the organs as the exercise that 
comes through the playing of appropriate games. One-half of the people who 
are ill are suffering from ailments that might have been prevented. Instruc- 

60 



tion on prevention of diseases is helpful, but not adequate. The very school 
in which such instruction is offered often injures the health of the child. 
Games may supplement the lessons on physiology and hygiene, and serve as 
the laboratory work by which pupils through experiment demonstrate the 
process of building a good body after learning the theory of the class. Vigor 
gained and growth made through playing in childhood are a permanent 
treasure of resisting power against disease and weakness which may be 
drawn upon throughout the future life. 

Play activities are very valuable for the development of skill and re- 
sourcefulness. Situations in the playing of games which demand quick 
thinking and ready action, and require patience and skill and determination 
in order to win, will serve as a training to fix these same qualities in the 
lives of children, and make them powerful in overcoming obstacles and 
meeting emergencies that afterward confront them as men and women. 
Games that afford such a training for boys and girls may be as great an 




— Courtesy of Supt. Swaim. 
Playground Equipment, Guymon, Okla. 

educational factor and exercise an influence on the future lives of the chil- 
dren equally as potent as lessons on arithmetic and grammar. In these times 
of rush and hurry and utilization of every resource, time is precious, and 
the playtime may be made both a period of recroation and a period of de- 
velopment. 

In their play activities, children live, in a juvenile manner, through 
experiences that prepare them for substantial, reliable citizenship. The 
physical exercise of the games consumes a surplus energy that otherwise 
might express itself in some undesirable way, and result in broken regula- 
tions and breaches of discipline. The mind that is occupied with the prob- 
lems of the play will have no opportunity to dwell on immoral thoughts, or 
form plans for misconduct. Vigorous, active play is one of the surest guar- 
antees of pure thinking and of good discipline, and good discipline in school 

61 




— Courtesy of Supt. Kern of Illino'.s. 

is a forerunner of good citizenship. Play also trains for a good citizenship 
by its lessons in democracy. Obedience to the rules of the game, loyalty 
to the side upon which he plays, the habit of deporting himself gracefully 
in defeat, and magnanimity in victory are experiences for the boy that -will 
prepare the man for law-abiding, patriotic and democratic citizenship. 

It is sometimes claimed that play is not needed in rural schools where 
the daily work of pupils affords them mach exercise. If exercise were the 
only motive for play, this would be true, but country children need the re- 
freshing recreation, development of social iBstincts, and training for good 
citizenship which come from play, equally as much as do the city children. 
More play in the rural districts would relieve the monotony of country life, 
and be an attraction to offset the lure of the city. The work performed by 
the boys and girls on the farm may aft'ord plenty of physical exercise, but it 
is not always pleasant exercise, and it frequently over-develops some parts 
of the body, leaves other parts undeveloped, and causes the formation of 
habits of slow and clumsy movements. Properly directed play will correct 
improper development, overcome awkward movements, afford pleasurable exer- 
cise, and bring about a development of both inind and body that will make 
better and "happier citizens. 




62 



CuurLi_sy ul Sui-'l. Klti. .■: Illii.ois. 



It is not necessary to invest much cash in the construction of apfjaratus 
for the playgrounds of the country and village schools. Most of the 
material can be had without cost. All of the labor can be performed by 
the larger boys in the school. The finished product may not look so neat 
as that furnished by the manufacturers of sporting goods, but it will serve 
the purpose and the boys will have the additional satisfaction of having 
done something for themselves. 

The following is a list of some of the apx)aratus that may be had at a 
very slight cost: Swings, ladders, teeter boards, horizontal bars, vaulting 
bars, basketball goals and the ''giant stride." 



63 



CHAPTER IV 



PHYSICAL STANDARDS 

The basis of elassifieatiou followed in this chapter is purely a physical 

one. No attempt whatever is made to take into account either professional 

attainments of the teacher or the general organiza- 

THE BASIS OF tion of the schools, except in so far as physical 

CLASSIFICATION standards may imply a good teaching force and a 

good organization. It may appear to some that 

we should have included these professional details in our scheme of school 

standards, in view of their greater importance than mere physical features 

in a well-regulated school, but we believe w? have chosen the more concrete 

basis. We have preferred to deal with the tangible requirements first in 

the hope that through these systematic efforts to build up more attractive 

school centers, a community pride will be aroused that will ultimately result 

in the employment of better teachers, the lengthening of school terms, a 

more perfect attendance, more enthusiastic school boards and a better school 

spirit in every community. 

In devising a plan for the development of better school plants, we have 
been obliged to bear in mind two important facts: First, there is no manda- 
tory law on the subject of physical equipment for 
THE PLAN OF schools in our State; second, that the cities of the 

RECOGNITION first class constitute independent school districts and 

do not come under the direct supervision of the 
county superintendents. In view of the first fact we have tried to devise a 
graduated plan by which we hope to arouse an interest among the weaker 
school districts as well as the stronger ones, in the matter of physical condi- 
tions of school life. In view of the latter fact, we have thought best to 
leave out of our plan all cities of the first class for the reason that we must 
depend upon the county superintendents passing upon the merits of all 
schools to be graded under our plan of State recognition. The fact that 
cities of the first class are eliminated, however, does not indicate any lack 
of interest on the part of the State Department of Education, in the equip- 
ment of our city schools, since all of these cities maintain one or more years 
of a high school course and are consequently given such State recognition as 
they may merit, througli the State Board of Education and its high school 
inspector. All other school districts are eligible to certification under the re- 
quirements of this plan. The State Department of Education proposes to 
issue Physical Standard Certificates to all schools that comply with the 
requirements as outlined in the following scheme for classification: 

64 



REQUIREMENTS FOR CLASSIFICATION 

ONE-ROOM SCHOOL 
Class ''B" 

GROUNDS AND OUTHOUSES: 

1. The grounds must be not less than one acre in area. 

2. Must be well drained and kept clean. 

3. There must be an ample supply of water, free from contamination. 

4. There must be some growing irees on the grounds. 

5. There must be two well built, widely separated, fly tight closets pro- 
vided with zinc or galvanized receptacles, shielded by a substantial 
screen, erected on the grounds. 

6. If the grounds are enclosed, the fence mast be substantial in form 
and in good repair. 

THE SCHOOL BUILDING: 

1. The building must be well built, on a good foundation and in good 
repair. 

2. There must be a porch or platform in front of the house. 

3. There must be sufficient floor space to accommodate the maximum 
school attendance, allowing approximately fifteen square feet per 
pupil. 

4. The ceiling should be approximately thirteen feet in height. 

5. The walls should be ceiled or plastered. 

6. The outside of the bailding must be kept painted. 

7. The building must be kept clean and orderly. 

THE SCHOOL EQUIPMENT: 

1. The windows must be equipped with adjustable shades. 

2. Not less than twenty feet of good blackboard space. 

3. The class room must be seated with a variety of some form of 
standard desks arranged in rows according to size. 

4. The building must be heated with a jacketed stove placed in one 
corner of the room and provided with a fresh air intake and a foul 
air outlet. 

5. A good desk and a chair for the teacher. 

6. Some form of sanitary drinking facilities must be provided. 

7. A supply of dustless erasers. 

8. A standard set of wall maps. 

9. A dictionary suited to the intermediate and grammar grades. 

10. A library of not less than five volumes for each grade. 

11. An ample book case provided with wooden shutters and a lock. 

ONE-EOOM SCHOOL 
Class "A" 

GROUNDS AND OUT HOUSES: 

1. The grounds must be not less than two acres in area. 

2. Must be well drained and kept clean. 

3. An abundant supply of water, free from contamination. 

4. If grounds are enclosed, the fence must be substantial in form and 
in good repair. 

65 



5. There must be two well built, widely separated, fly tight closets 
provided with zinc or galvanized receptacles shielded by a sub- 
stantial screen erected on the grounds not nearer than two hundred 

feet of the water supply. 

6. A substantial fuel shed must be erected on the grounds. 

7. Not less than twelve trees must be growing on the grounds. 

8. There must be a number of well nrranged growing shrubs around 
about the foundation of the building, and vines or shrubs about the 
out houses. 

THE SCHOOL BUILDING: 

1. Must have a total floor space of approximately 1,000 square feet. 

2. Must be well built on a solid foundation, and in good repair. 

3. There must be a covered porch at the front entrance. 

4. There must be an entrance hall, two cloak rooms and a class room. 

5. The windows of the class room must be grouped so as to admit the 
light from the left side of the seats, or from the left and rear only; 

and the total window space must equal approximately one-fifth of the 
floor space. 

6. The floor space of the class room must be approximately 800 square 
feet. 

7. The overhead ceiling must be approximately thirteen feet in height. 

8. The interior walls must be ceiled and hard oiled^ or plastered and 
tinted. 

9. The exterior, if the building is constructed of wood, must be painted. 
10. The building must be kept clean at all times and locked when not 

in use. 

THE SCHOOL EQUIPMENT: 

1. All windows must be equipped with adjustable shades. 

2. Not less than forty feet of good blackboards. 

3. An ample supply of dustless erasers. 

4. The class room must be seated with a sufficient number of standard 
adjustable desks, arranged in rovv^s to accommodate the dift'erent 
ages of pupils. 

5. There must be a good desk and chair for the teacher and not less 
than five extra chairs for visitors. 

6. There must be a sufficient number of good recitation seats placed in 
front to accommodate fifteen pupils. 

7. There must be a jacketed stove properly installed in one corner of 
the room, with a fresh air intake and a foul air outlet. 

8. A good thermometer. 

9. Some form of modern drinking fountain. 

10. A standard set of wall maps. 

11. A standard globe. 

12. A modern chart on hygiene. 

13. One dictionary suited to intermediate and grammar grades, and one 
unabridged dictionary. 

14. A well selected library of not less than five volumes for the teacher 
and ten volumes for each grade. 

15. An ample book case provided with wooden shutters and a substantial 
lock. 

66 



ONE-EOOM SCHOOL 
Class Superior 

GROUNDS AND OUTHOUSES: 

J. The grounds must be not less than three acres in area, two acres of 
which must be operated for instructional purposes and for the finan- 
cial benefit of the school on community plan. 

2. The school yard must be well drained and kept clean. 

3. An abundant supply of water, free from contamination. 

4. If grounds are enclosed, the fence must be substantial in form and 
in good repair. 

5. There must be two well built, widely separated, fly tight closets 
provided with zinc or galvanized receptacles and shielded by a sub- 
stantial screen, erected on the grounds not nearer than two hundred 
feet of the water supply. 

6. A substantial fuel shed must be conveniently located on the grounds. 

7. There must be not less than twelve thriving trees on the grounds. 

8. There must be, also a number of growing shrubs around about the 
foundation of the school building, and vines and shrubs about the 
out houses. 

THE SCHOOL BUILDING: 

1. Must have a total floor space of approximately 1,000 square feet. 

2. Must be well built, on a solid foundation, and in good repair. 

3. There must be a covered porch at the front entrance. 

4. There must be an entrance hall, two cloak rooms and a class room. 

5. The windows of the class room must be grouped so as to admit the 
light from the left side of the seats, or from the left and rear only; 
and the total window space must equal approximately one-fifth of 
the floor space. 

6. The floor space of the class room must be approximately 800 square 
feet. 

7. The overhead ceiling must be approximately thirteen feet in height. 

8. The interior walls must be ceiled and hard oiled, or plastered and 
tinted. 

9. The exterior, if the building is of wood, must be kept painted. 

10. The building must be kept clean at all times and locked when not 
in use. 

THE SCHOOL EQUIPMENT: 

1. All windows must be equipped with adjustable shades. 

2. Not less than forty feet of good blackboards. 

3. An ample supply of dustless erasers. 

4. The class room must be seated with a sufficient number of standard 
adjustable desks, arranged in rows, to accommodate the pupils of 
different ages. 

5. There must be a good desk and chair for the teacher, and five extra 
chairs for visitors. 

6. There must be a sufficient number of good recitation seats placed 
in front to accommodate fifteen pupils. 

7. There must be a jacketed stove properly installed in one cornor of 
the room, with a fresh air intake and a foul air outlet. 

67 



8. A good thermometer. 

9. Some form of standard drinking fountain. 

10. A standard wall map. 

11. A standard globe. 

12. A modern chart on hygiene. 

13. A dictionary suited to the intermediate grades and an unabridged 
dictionary. 

14. A library of not less than ten volumes for the teacher and fifteen vol- 
umes for each grade, and an approved encyclopedia. 

15. An ample book case provided with wooden shutters and a sub- 
stantial lock. 

16. Not less than one-half dozen wall pictures, framed, including the 
best scenes from nature and portraits of great men in history. 

17. Sufficient play apparatus, including horizontal bars, swings, and see- 
saws, to accommodate fifty children. 

18. An organ or piano. 

19. Ten dollar equipment for agriculture. 

20. Not less than fifteen dollar equipment for domestic science. 

REQUIREMENTS FOR CLASSIFICATION 

SCHOOLS WITH TWO OR MOEE EOOMS 
Class "B" 

GROUNDS AND OUT HOUSES: 

1. The grounds must be not less than one acre in area. 

2. Must be well drained and kept clean. 

3. There must be an ample supply of water free from contamination. 

4. There must be some growing trees on the grounds. 

5. There must be two well built, widely separated, fly tight closets pro- 
vided with zinc or galvanized receptacles, shielded by a substantial 
screen, erected on the grounds. 

6. If the grounds are enclosed, the fence must be substantial in form 
and in good repair. 

THE SCHOOL BUILDING: 

1. The building must be well built, on a good foundation and in 
good repair. 

2. There must be a porch or platform in front of the house. 

3. There must be sufficient floor space to accommodate tli.e maximum 
school attendance, allowing approximately fifteen square feet per 
pupil. 

4. The ceiling should be approximately thirteen feet in height. 

5. The walls should be ceiled or plastered. 

6. The outside of the building, if constructed of wood, must be kept 
painted. 

7. The building must be kept clean and orderly. 

THE SCHOOL EQUIPMENT: 

1. The windows must be equipped with adjustable shades. 

2. Not less than twenty feet of good blackboard space in each room. 

3. The class rooms must be seated with a variety of some form of 
standard desks arranged in rows according to size. 

68 



4. The building must be heated with a modern heating and ventilating 
system. 

5. A good desk and chair for the teacher. 

6. Some form of sanitary drinking facilities must be provided. 

7. A supply of dustless erasers. 

8. Standard maps for each room in which geography is taught. 

9. Some standard dictionary suited to the grades in each room, 

10. A library of not less than five volumes for each grade. 

11. An ample book case provided with wooden shutters and a lock. 

SCHOOLS WITH TWO OH MORE ROOMS 
Class "A" 

GROUNDS AND OUTHOUSES: 

1. The grounds must be not less than two acres in area. 

2. Must be well drained and kept clean. 

3. An abundant supply of water, free from contamination. 

4. If grounds are enclosed, the fence must be substantial in form and in 
good repair. 

5. There must be two well built, widely separated, fly tight closets 
provided with zinc or galvanized receptacles shielded by a substan- 
tial screen erected on the grounds not nearer than two hundred feet 
of the water supply. 

6. A substantial fuel shed must be erected on the grounds. 

7. Not less than twelve trees must be growing on the grounds. 

8. There must be a number of well arranged growing shrubs around 
about the foundation of the building, and vines or shrubs about the 
out houses. 

THE SCHOOL BUILDING: 

1. Must be Well built on a solid foundation, and in good repair. 

2. There must be a covered porch at the front entrance. 

3. There must be an entrance hall, and a cloak or cloak rack for each 
class room, 

4. The windows of the class room must be grouped so as to admit the 
light from the left side of the seats, or from the left and rear only. 

5. The floor space in each class room must be approximately 800 square 
feet. 

6. The overhead ceiling must be approximately thirteen feet in height. 

7. The interior walls must be ceiled and hard oiled, or plastered and 
tinted. 

8. The exterior, if the building is constructed of wood, must be painted. 

9. The building must be kept clean at all times and locked when not 
in use. 

10. All two story buildings in Class ''A" must be provided with modern 
fire escapes. 

11. There must be an arrangement by which auditorium facilities can 
be provided at any time for not less than one hundred people. 

THE SCHOOL EQUIPMENT: 

1. All windows must be equipped with adjustable shades. 

2. Not less than forty feet of good blackboards in each room. 

3. An ample supply of dustless erasers. 

69 



4. The class rooms must be seated with a sufficient number of standard 
adjustable desks, arranged in rows to accommodate the different ages 
of pupils. 

5. There must be a good desk for the teacher and two extra chairs for 
visitors in each class room. 

6. There must be a sufficient number of good recitation seats placed in 
front to accommodate fifteen pupils. 

7. The building must be heated with some modern system of heating 
and ventilation. 

8. A good thermometer. 

9. Some form of modern drinking fountain. 

10. Standard maps for each room in which geography is taught. 

11. A standard globe. 

12. A modern chart on hygiene. 

13. A dictionary in each room suited to the grades taught in that room. 

14. A well selected library of not less than five volumes for each teacher 
and ten volumes for each grade. 

15. Ten dollar equipment for agriculture. 

16. Fifteen dollar equipment for domestic science. 

SCHOOLS WITH TWO OE MOKE EOOMS. 
Class Superior 
GROUNDS AND OUTHOUSES: 

1. The area of the playgrounds must be not less than one acre and 
the school authorities must own or lease an additional area of not 
less than two acres of tillable land and cultivate for instructional 
purposes and for the financial benefit of the school. 

2. The school yard must be well drained and kept clean. 

3. An abundant supply of water, free from contamination. 

4. If grounds are enclosed, the fence must be substantial in form and 
in good repair. 

5. Modern, indoor toilets. 

6. A substantial fuel shed must be conveniently located on the grounds. 

7. There must not be less than twenty growing trees on the grounds. 

8. There must be, also, a number of growing shrubs around about the 
foundation of the school building, and vines and shrubs about the 
outhouses. 

THE SCHOOL BUILDING: 

1. Must be a substantially constructed brick or stone building. 

2. There must be an entrance hall, a cloak room for each class room and 
a library room. 

3. The windows of the class room must be grouped so as to admit the 
light from the left side of the seats, or from the left and rerar only; 
and the total window space must equal approximately one-fourth 
of the floor space. 

4. The floor space of each class room must be approximately 800 square 
feet. 

5. The overhead ceiling must be approximately thirteen feet in height. 

6. The walls must be plastered and the whole interior must be tinted 
with due regard for lights and shadows. 

7. The building must be kept clean at all times and locked when not 
in use. 

8. Fire escape must be provided. 

70 



THE SCHOOL EQUIPMENT: 

1. All windows must be equipped with adjustable shades. 

2. Not less than forty feet of good blackboards in each room. 

3. An ample supply of dustless erasers. 

4. The class room must be seated with a sufficient number of standard 
adjustable desks, arranged in rows, to accommodate the pupils of 
different ages. 

5. There must be a good desk and chair for each teacher and two extra 
chairs for visitors in each room. 

6. In rooms where more than one grade is taught, there must be a suffi- 
cient number of good recitation seats placed at the front. 

7. Some form of heating and ventilation must be installed in the 
building. 

8. A good thermometer. 

9. Some form of standard drinking fountain. 

10. Standard maps in all rooms where geography is taught. 

11. A standard globe. 

12. A modern chart on hygiene. 

13. A standard dictionary in each room suited to the grades in that 
room. 

14. A library of not less than five volumes for each teacher and fifteen 
volumes for each grade, and a standard encyclopedia. 

15. Neat library cases with glass doors. 

16. Not less than six framed wall pictures, including scenes from nature 
and great men in history, must be hung in each class room. 

17. There must be sufficient play apparatus, including basketball, swings, 
teeter boards, horizontal bars, vaulting bars, to accommodate the aver- 
age attendance. 

18. Forty dollar equipment for agriculture 

19. Thirty-five dollar equipment for domestic science. 

20. A piano or organ. 



71 




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72 




— Courtesy of Waterman-Waterbury Co. 

That men are created equal is unquestioned; that they remain so is 
sophistry. The schoolboy "with shining morning face" is at the parting of 
the ways. If city bred, his school days are spent m costly buildings with 
modern equipment and under the tuition of experts. 

The country lad has none of these, and yet his numbers are greater, 
while from his sturdy ranks comes the men who do great things — command 
armies, build industries, separate continents. 

From the outland, where life throbs strongest, the air is purest, the 
thoughts cleanest, come these handicapped youths, to engage in the battle of 
life and win — or lose. 



73 



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